Relevant bibliographies by topics / Council on higher education (che)

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  2. Dissertations / Theses
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Academic literature on the topic 'Council on higher education (che)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Council on higher education (che)"

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Davidovitch, Nitza, and Erez Cohen. "Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era." Higher Education Studies 11, no. 3 (June 8, 2021): 21. http://dx.doi.org/10.5539/hes.v11n3p21.

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For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study. The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society. The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.
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Ren, Xiaoai. "A Directory to International LIS Education Accreditation Processes: Part II." International Journal of Librarianship 2, no. 2 (December 15, 2017): 104. http://dx.doi.org/10.23974/ijol.2017.vol2.2.52.

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Let us continue to look at the LIS education accreditation processes across the world in Part II of this directory. This time, readers will find information on the accreditation processes for higher education in general, and LIS education in particular in Ireland, Germany, and South Africa. In Ireland, the Library Association of Ireland (LAI) accredits only LIS programs that meet the academic quality assurance requirements of the state agency Quality and Qualifications Ireland (QQI). In South Africa, a LIS program provider will first contact the Library and Information Association of South Africa (LIASA) for input before submitting the accreditation application to The Council on Higher Education (CHE), the statutory body in South Africa for quality assurance in higher education. In Germany, the Accreditation Council is the central decision-making body that is responsible for the accreditation of all study programs of any disciplines in Germany. There is no specialized accreditation institution for LIS accreditations, and German Library Associations is not involved in the LIS education accreditation processes.
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Bird, Alan, and Virimai Mugobo. "Branding private higher education institutions in South Africa through the evaluation of current branding models." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 15–27. http://dx.doi.org/10.21303/2504-5571.2021.001841.

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The current Private Higher Education Institution (PHEI) landscape in South Africa is developing at a rapid rate, with over ninety private tertiary institutions, registered with the Council for Higher Education (CHE). However, stakeholder perceptions of these PHEIs are generally negative, largely as a result of the negative perceptions of the qualification, obtained from the private institutions by both parents and students, and questions around the sustainability of the institutions in the long run. Media reports, lack of Department of Education (DHET) support and funding, as well as minimum, if any, marketing and advertising from the PHEI are factors, cited for these firmly entrenched perceptions from the general public. The article was driven by both current and emerging branding models as a benchmark for value-added branding of PHEIs in South Africa. International markets, in countries such as Singapore, Malaysia, India and Brazil are included; not as a comparative study, but more as a review of literature on how tertiary education is branded in the private sector in these countries. In addition, developing countries and emerging markets needed to be taken into consideration in the light of their experience in sustaining private education entities. The subsequent investigation of these models proved invaluable in respect of providing similarities and, in some instances, huge differences, which contributed to the establishment of a generic value-added branding model critical for sustaining PHEIs in South Africa. The knowledge of which dimensions the branding of a PHEI should focus on to nullify the negative perceptions associated with a PHEI is paramount.
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Arimoto, Akira. "Efforts to Institutionalize Active Learning in Japanese Higher Education." International Journal of Chinese Education 5, no. 2 (February 24, 2017): 226–49. http://dx.doi.org/10.1163/22125868-12340069.

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In 2012, the Central Council for Education (cce) issued a report concerning the introduction of active learning (al) and educational management into higher education. Its main object was to foster students’ ability of active learning (or active study [as]) to enable them not only to fulfill the outcome required by the dp (Diploma Policy) but also to respond to an unpredictable future in a knowledge-based society. In order to enhance students’ al, it is necessary to innovate educational methods, such as High Impact Practice (hip) and Institutional Research (ir), to establish educational management, including dp, cp (curriculum policy), and ap (admission policy), and to promote the Research-Teaching-Service (r-t-s) nexus. Based on the cce’s report, the Ministry of Education, Culture, Sports, Science and Technology (mext) started a nationwide program in 2013 to pursue active learning. As a result, the Japan Society for the Promotion of Science (jsps) selected a project of a four-university collaboration as one of the projects related to the programs in which the author of this paper conducted a national survey with a focus on the institutionalization of academic learning in academia.
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Silva, Marta Leandro da, and Geraldo Inácio Filho. "A trajetória histórico-normativa das políticas curriculares de graduação tecnológica no Brasil: cursos superiores de tecnologia (LDB 4024/61 a 9394/96)." Cadernos de História da Educação 17, no. 3 (November 17, 2018): 821. http://dx.doi.org/10.14393/che-v17n3-2018-12.

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Este artigo aborda a trajetória histórico-normativa das políticas curriculares dos cursos de graduação tecnológica no contexto da legislação federal. Articula-se ao contínuo das pesquisas de doutorado; Pesquisa FAPESP (2011/0845608) concernentes às políticas de educação tecnológica no Estado de São Paulo; reportando-se também à atual Pesquisa de Pós Doutorado em Educação (História da Educação) que versa sobre as políticas públicas da educação profissional e tecnológica no Brasil. Sob bases metodológicas da pesquisa qualitativa em educação a análise abrange a pesquisa bibliográfica e a documental. Nesse espaço textual, contemplou-se, prioritariamente, a pesquisa documental. Focaliza a análise da legislação federal da: I) primeira Lei de Diretrizes e Bases da Educação Nacional (LDB) 4.024/61 e legislação complementar do extinto Conselho Federal de Educação (CFE); II) da vigente LDB 9394/96; Pareceres e Resoluções do atual Conselho Nacional de Educação (CNE).À luz de uma abordagem descritivo-analítica e de interpretação legislativa visou-se, aqui, referenciar as normatizações de Pareceres e Resoluções expedidos pelo CNE. Priorizou-se o estudo do Parecer CNE/CEB 29/2002, pois esse documento contempla o histórico da educação tecnológica no Brasil. A título de considerações preliminares, cabe enfatizar a relevância do Estado de São Paulo, prioritariamente pelas orientações normativas do CEE/SP e do Centro Paula Souza (CPS), na inovação e oferecimento de educação profissional e tecnológica pública no Brasil. Entretanto, constam ainda demandas urgentes quanto ao reconhecimento das peculiaridades dos cursos superiores de graduação tecnológica; bem ainda quanto à necessidade de um vigoroso planejamento participativo e diagnóstico a fim de identificar as especificidades do desenvolvimento nacional e a correlata formulação de políticas curriculares para a educação profissional tecnológica pública.Palavras-chave: políticas curriculares; trajetória histórico-normativa; cursos superiores de tecnologia, legislação federal.AbstractThis article discusses the historical and normative trajectory of curricular policies of technological undergraduate courses in the context of federal. Articula up legislation to continuing the doctoral research; FAPESP (2011/0845608) concerning the technological education policies in the State of São Paulo; also reporting to the current post of Research Doctorate in Education (History of Education) that deals with the public policy of vocational and technological education in Brasil. Sob methodological basis of qualitative research in education analysis covers literature and documentary. In this textual space, looked up primarily documentary research. Focuses on the analysis of federal legislation: I) First Law of Guidelines and Bases of National Education (LDB) 4,024 / 61 and supplementary legislation of the former Federal Council of Education (CFE); II) of the current LDB 9394/96; Opinions and resolutions of the current National Education Council (CNE) .A light of a descriptive-analytic approach and legislative interpretation aimed to here refer to the regulations of opinions and resolutions issued by the CNE. We prioritized the study of the CNE / CEB 29/2002, as this document includes the history of technological education in Brazil. By way of preliminary considerations, it should be emphasized the importance of the State of São Paulo, primarily by the guidelines established by the EEC / SP and the Paula Souza Center (PSC), innovation and professional education and public offering technology in Brazil. However, still appear urgent demands for recognition of the peculiarities of higher education courses in technology graduation; and also on the need for a vigorous participatory planning and diagnosis to identify the specifics of the national development and related formulation of curriculum policies for public technology professional education.Keywords: curriculum policies; historical -normative trajectory; higher education technology, federal legislation
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Gündeğer, Ceylan, Sümeyra Soysal, and Esed Yağcı. "PLT (Program of Training Lecturer) research asssistants' opinions about domestic and outland language training." Pegem Eğitim ve Öğretim Dergisi 2, no. 4 (December 1, 2012): 55–70. http://dx.doi.org/10.14527/c2s4m5.

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The purpose of this study is to determine PLT (Program of Training Lecturer) research assistans' views about domestic and outland language training. Accordinglythe opinions were obtained from 10 PLT research assistants, who had domestic language training, and 11 PLT research assistants, who had outland language training, with 5 open-ended questions semi-structured interview formby having face to face interview. In data analysis the content analysis was used. The results of the study revealed that PTL research assistants had expectations of general and academic English from domestic language education. Most of research assistants noted that domestic language education didn't meet those expectations. The most important problems faced by research assistants were housing and exam-business anxiety in language education. Also research assistants stated that they had not found an effective language education. Finally PTL research assistants have made some suggestions both CHE (the Council of Higher Education) and other PTL research assistants. On the other hand it is concluded that PTL research assistants', who had outland language training, most important expectations are to improve their ability in speaking, writing an article and giving a presentation. In addition the research assistants had some problems about housing, teachers'qualifications and the Turkish students in a class and had not solved this problems. It is seen that they don't find the training program effective and further it was not satisfy their expectitons. Accordingly it is seen that, the most important things are prefering the countries, have native speakers like USA, UK, Canada, reducing the Turkish student in a class and being in the academic environment like universities instead of courses.
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Cooner, Donna, Cerissa Stevenson, and Heidi Frederiksen. "Teacher Work Sample Methodology: Displaying Accountability Of U.S. Teacher Education Program Effectiveness." Journal of College Teaching & Learning (TLC) 8, no. 10 (October 3, 2011): 17. http://dx.doi.org/10.19030/tlc.v8i10.6108.

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Productive strategies for evaluating outcomes in teacher licensure programs are becoming increasingly important in the education field. Research data from 492 teacher licensure program completers from 2006-2009 in the School of Education, Colorado State University, Fort Collins, Colorado (USA) was compiled after accreditation by the Colorado Department of Higher Education (CDHE) and the Teacher Education Accreditation Council (TEAC). Three categories including subject matter knowledge, pedagogy, and caring teaching skills were acknowledged in accreditation. An important pedagogy experience for students during the licensure program was teacher work sample methodology. This article discusses teacher work sample methodology, explains the experience of building a teacher work sample (TWS) and presents data regarding students results from TWS rubrics. Findings demonstrate teacher education program effectiveness and highlight the effective use of TWSs to meet accreditation requirements.
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Aydın, Mithat, and Türkan Çelik. "Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills." Research on Education and Media 12, no. 1 (December 1, 2020): 42–57. http://dx.doi.org/10.2478/rem-2020-0006.

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Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.
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Ershova, Olga, and Evgeny Smirnov. "Sports and ballroom dancing competitive infrastructure analysis in the context of international organizations on sports and ballroom dancing." Tambov University Review. Series: Humanities, no. 182 (2019): 123–29. http://dx.doi.org/10.20310/1810-0201-2019-24-182-123-129.

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We consider current problems of scientific and theoretical representations development about competitive infrastructure of Sports and ballroom dancing which are not provided with sufficient scientific comprehension. The purpose is to determine the basis of division used in the world practice of international organizations for sports and ballroom dancing for the classification of competitions, performers, their skills, etc. Interest in sports and ballroom dancing, as a form of social, cultural and leisure activities, increases every year not only abroad but also in Russia. Sports and ballroom dancing in its structure have two programs: Latin American, which includes dances – Cha-cha-cha, Rumba, Samba, Jive, Pasodoble and European, dance – slow waltz, Viennese (fast) waltz, Slow Foxtrot, Quickstep, Tango. Dance and sports clubs cover in their work all age categories from children of three years to people of retirement age. Dance associations are based in cultural institutions, cultural and leisure type, in secondary schools, and in higher educa-tion institutions in the framework of additional education or the organization of cultural and leisure activities. Each dance and sports club, as an element of the structure, is registered in any Russian official organization for ballroom dancing, which, in turn, is a regional and part of the international organization for ballroom dancing. Now, there are actively there are four: 1) WDSF – World DanceSport Federation; 2) WDC – World Dance Council; 3) IDSU – International Dance Sport Union; 4) IDSCA – International Dance Studios and Clubs Association. Each of the organizations provides, contests, competitions, tournaments, Championships of Europe, Asia, world, etc. To analyze the material, we use a comparative typological method. We discover the similarities features and differences in the international organizations activities in sports and ballroom dancing, this information is scientifically investigated for the first time. We define the importance of sports and ballroom dancing competitive and amateur infrastructure for the development of culture and strengthening of a population healthy lifestyle. Also, for the first time in scientific circulation we introduce a systematic material on the activities of international organizations in sports and ballroom dancing.
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Knust, Michaela, Olaf Zawacki-Richter, and Anke Hanft. "Organisation and Management of Continuing Higher Education: Findings of a Comparative Study in Six Countries from a German Perspective." Journal of Adult and Continuing Education 14, no. 2 (November 2008): 132–46. http://dx.doi.org/10.7227/jace.14.2.3.

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An international comparison study investigated the organisation and management of continuing higher education (CHE) in Germany, Finland, France, the United Kingdom, Austria and the United States of America. CHE is compared on the system level (boundaries between traditional study programmes and CHE, linking of CHE and vocational training, accessibility openness of the HE system, and recognition of prior learning), the institutional level (type of organisation, cooperation between centralised and decentralised units, and implementation of lifelong learning), as well as on the programme level (use of ECTS-credit points, duration of courses, e-learning, and corporate programmes) in order to derive potentials for CHE and to identify decisive factors of success. The main results are reported in this article.
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Dissertations / Theses on the topic "Council on higher education (che)"

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Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.

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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.

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Published Article
Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
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Nobatyi, Andile. "Pivotal role of the UNISA council in corporate governance." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012351.

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There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.
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Groth, Christiane. "Virginia Business Higher Education Council: A case study of interest group formation." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618895.

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An exploratory case study of the Virginia Business Higher Education Council (VBHEC), a higher education lobbying group of business and education interests, was conducted to gain greater insight to state-level higher education interest group formation. A qualitative method was utilized and interviews with founding members of the VBHEC were carried out to understand why participants felt the need to organize such a group at that particular time as well as why members joined the group and continued their participation. The case study covered the time period from the early 1990s through the Council's incorporation in September of 1996. Findings were compared to prevailing theories of interest group formation: (a) that interest groups form in response to a disturbance in the environment (Truman, 1951); (b) that group members require the receipt of benefits for their participation (Olson, 1965); (c) that group leaders require benefits to sustain their participation (Salisbury, 1969); and (d) that interest group formation requires individuals who share a deep commitment to a particular philosophy or ideology (Moe, 1980; Sabatier, 1992).;The findings of the VBHEC case study provide support for the assertion that interest groups form when disturbances in the operating environment occur and that a group's sustainability can be attributed to members' deep commitment to a shared ideology or philosophy. The case study also provided strong evidence of the important role an interest group's leadership plays in sustaining member interest and participation. Participants indicated that the viability of the VBHEC rested primarily in the continued leadership of the group's chair while analysis of the group's formal and informal leadership provided evidence that having politically astute leadership attuned to changes in the political environment also facilitated the group's formation. The case study did not, however, provide evidence to support the assertion that an interest group's leaders required benefits in return for taking on a leadership role.
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Melson, Richard J. "The X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities| A comparative study." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634585.

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Recent empirical research and literature in higher educational leadership posited a sharp increase in the vacancies of college and university presidencies in the near future. To complicate this problem further, the literature also indicated a significant shortfall in the number of qualified candidates to fill this leadership vacuum. The purpose of this research study was to consider the X factors for presidential leadership of member institutions of the Council for Christian Colleges and Universities (CCCU) compared to the presidents of public universities and other private colleges in the U.S. The primary research question sought to understand the characteristics and differences of the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges, and focused on seven facets of college and university presidents including: (a) demographics; (b) career paths; (c) educational background; (d) search and hiring processes; (e) duties; (f) characteristics of long-serving presidents; and (g) job satisfaction. The dataset provided by the American Council on Education's The American College President 2012 research study was used to determine if statistically significant differences exist between the presidents of CCCU member institutions and the presidents of public and other private colleges and universities. The results from this research study indicated there were statistically significant differences between the presidents of CCCU member institutions compared to the presidents of public universities and other private colleges with regard to demographics, career paths, search and hiring processes, duties and characteristics of long-serving presidents.

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Braganza, Agnes Logan. "Beyond the campus: Image and saga of the state coordinating council: A case study of the State Council of Higher Education for Virginia, 1977-1987." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618484.

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The purpose of this study was to contribute to an understanding of the milieu in which higher education policy is formed in the United States, using the Commonwealth of Virginia as a case study seeking to explain the image and saga of its State Council of Higher Education. Virginia is an appropriate state upon which to focus because it is taking its place among the leading states in public higher education.;Although control of higher education policy now resides largely in the states and their statewide coordinating councils and governing boards, there is not a clear identity of any state's presence. This study was an attempt to determine if such an identity exists, and, if so, to describe it using a distinctive approach to the recent history of American higher education.;Papers, policy and position statements, documents and Council minutes of State Council of Higher Education for Virginia (SCHEV) from 1977 to 1987 were studied. Interviews were conducted with persons involved in higher education in the Commonwealth 1977 to 1987. to evaluate legislative opinion about SCHEV, a questionnaire was mailed to each member of the 1988-89 General Assembly and responses compared with those from a similar 1976 survey. Newspaper reports and news releases were analyzed.;It was hypothesized that the concept of organizational saga which Burton Clark developed to explain campus image and evolution is useful as a method of analyzing and describing a statewide coordinating council of higher education.;It was concluded that the Clark's concept of organizational saga fits the State Council of Higher Education for Virginia. as the story unfolded, it showed a formal organization with its own legend, with its own set of beliefs, and with pride in itself for major accomplishments in improving the state's system of higher education.;Further study is recommended on the appointment process by which lay persons fill positions on the higher education bodies, on measuring the effectiveness of statewide coordinating boards and the influence of their executive officers, on the construction of target budgets of the state system of higher education, and on the relationship between the State Council and the General Assembly.
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Lebotse, Keitumetse G. "Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in Botswana." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4275.

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Magister Educationis - MEd
The purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.
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9

Sahin, Asu. "Perceptions Of Student Council Members On Their Participation In Decision Making In Higher Education." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606546/index.pdf.

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iv ABSTRACT PERCEPTIONS OF STUDENT REPRESENTATIVES ON THEIR PARTICIPATION IN DECISION MAKING IN HIGHER EDUCATION Sahin, Asu M.S., Department of Educational Sciences Supervisor: Prof. Dr. Hasan Simsek This study aims to investigate the perceptions of the student representatives in the student council at Bilkent University, in Turkey, as to how well the student council system in this university works in terms of enabling the participation of students in the decision making process of the university administration. A qualitative research design was used to collect data from the ten members of the student council at Bilkent University. Standardised open ended interview questions that were prepared by the researcher were used to collect data through face to face interviews, which were recorded and transcribed by the researcher. The data were analysed through content analysis technique and the results were presented descriptively. The results revealed that majority of the students are aware of the fact that the student council is necessary in order to enable the participation of the students in the decision making process. The council members generally think that the council has a meaningful involvement in the decisions made at the university only on student related issues. They think that they are not seen as one of the key decisions makers on issues related to other aspects of the university. v According to the results of the research, it is understood that there is a need to revise the system taking student opinions into account as well in a way that it represents the whole student body, the student council participates in the decisions made at all levels of the university, and on all issues concerning the university. Keywords: Participation in decision making, higher education, student governments, student councils. vi Ö
Z Ö
GRENC KONSEY Ü
YELERNN YÜ
KSEK Ö
GRETMDE KARAR VERMEYE KATILIMLARI HAKKINDAK ALGILAMALARI Sahin, Asu Yü
ksek Lisans, Egitim Bilimleri Bö
lü
mü
Tez Yö
neticisi: Prof. Dr. Hasan Simsek Eylü
l 2005, 81 sayfa. Bu arastirmanin amaci, yü
ksek ö
gretim kurumlarinda ö
grenci konseyi ü
yelerinin yö
netim sü
recinde alinan kararlara katilim aç
isindan ö
grenci konseyi sisteminin ne ö
lç
ü
de etkili olduguyla ilgili algilamalarini incelemektir. Arastirmada, Bilkent Ü
niversitesi Ö
grenci Konseyi&rsquo
nin on ü
yesi veri toplamak iç
in ö
rneklem olarak kullanilmistir. Veri toplamak iç
in arastirmaci tarafindan hazirlanan standart aç
ik uç
lu mü
lakat sorulari kullanilmis ve yü
z yü
ze gerç
eklestirilip ses kaydi yapilan mü
lakatlar daha sonra arastirmaci tarafindan desifre edilmistir. Elde edilen veriler iç
erik analizi teknigiyle analiz edilmis ve sonuç
lar betimleyici bir sekilde sunulmustur. Bulgular, ö
grenci konseyi ü
yelerinin ç
ogunun konseyin varliginin ö
grencilerin karar verme asamalarina katilimlarini sagladigi iç
in gerekli oldugunun farkinda olduklarini gö
stermistir. Konsey ü
yelerinin konseyin sadece ö
grencilerle ilgili konularda anlamli bir katilimlari oldugunu dü
sü
ndü
kleri gö
rü
lmü
stü
r. Arastirmanin sonuç
larina gö
re, sistemin ö
grenci gö
rü
slerine de yer vererek onlarin tü
m kararlarda ve tü
m karar verme basamaklarinda temsilini saglayacak sekilde yeniden dü
zenlenmesine ihtiyaç
oldugu anlasilmaktadir.
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10

Chidindi, Joseph. "Discursive constructions of quality assurance: the case of the Zimbabwe Council for Higher Education." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7800.

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Quality assurance is on the contemporary agenda in higher education and has been prioritised across the globe. It has been conspicuous through the emergence of numerous quality assurance bodies, and in Zimbabwe, where this study takes place, the government has constituted the Zimbabwe Council for Higher Education. This study aims to identify the discourses drawn on by academics and those working within Zimbabwe Council for Higher Education to construct the roles and processes of external quality assurance practices in universities in Zimbabwe. The study was grounded on the premise that external quality assurance processes in higher education can vary according to their contextual environment. Fairclough’s Critical Discourse Analysis as a method driven theory not only provided a methodology, a way of collecting and analysing my data, but it was also a substantive theory, which provided a particular way of understanding the world through discourse. Fairclough’s Critical Discourse Analysis is grounded in a Critical Realist view of the social world that enabled generalisations about the effect discourse was having on the phenomenon of interest: quality assurance in higher education. One-to-one and group interviews were used to yield exploratory, descriptive and explanatory data. To corroborate and augment data from interviews, key documents related to quality assurance in universities in Zimbabwe and obtained from the Zimbabwe Council for Higher Education were analysed. There were a number of profound discourses that emerged in the research study. There was a discourse of ‘control’ in which Zimbabwe Council for Higher Education put in place compliance mechanisms, setting minimum requirements for universities to offer ‘credible’ higher education. There was a discourse of ‘power struggle’ in which universities endeavoured to maintain their institutional autonomy in response to what was perceived as Zimbabwe Council for Higher Education’s requirement of compliance. In the context of higher education in Zimbabwe, an important implication of the study was evident in the discourse of ‘gold standard’ of quality assurance which assumed that quality entails a generic best practice but which fails to take context into account. While a generic ‘global’ notion of best practice in quality assurance was dominant in the discourses of quality identified in this study, there were other discourses that focused on what quality might look like within the resource constraints of the context. The study highlighted the importance of collegiality between quality assurance organisations and universities to realise success of quality assurance intentions.
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Books on the topic "Council on higher education (che)"

1

Mbwette, T. S. A. Proceedings of the reflections on the late Mwalimu Dr. Julius Kambarage Nyerere to the development of Tanzania and the University of Dar es Salaam: Held from 18th to 23rd October 1999 at the UDSM Council chamber. Dar es Salaam: University of Dar es Salaam, 1999.

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G, Altbach Philip. Che-3 segye ŭi kodŭng kyoyuk. Sŏul-si: Hyŏndae Sasangsa, 1992.

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Ernesto Che Guevara y las universidades. La Habana: Editorial Félix Varela, 2003.

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Great Britain. Scottish Office. Education Department. Higher education reforms: Joint SOED/Scottish Higher Education Funding Council action plan. Edinburgh: The Department, 1991.

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(Firm), Coopers &. Lybrand. Higher Education Funding Council for England: Research accountability. London: Coopers & Lybrand, 1993.

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Council, Higher Education Quality. The work of the Higher Education Quality Council. London: HEQC, 1994.

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Council, Higher Education Quality. The work of the Higher Education Quality Council. London: Higher Education Quality Council, 1994.

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Council, Higher Education Quality. The work of the Higher Education Quality Council. London: Higher Education Quality Council, 1995.

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Avveduto, Sveva. Oltre la laurea: Nuove possibilità educative nel sistema formativo che cambia. Milano, Italy: FrancoAngeli, 1992.

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Silver, Harold. A higher education: The Council for National Academic Awards and British higher education 1964-1989. London: Falmer, 1990.

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Book chapters on the topic "Council on higher education (che)"

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Groß, Thomas, and Remzi N. Karaalp. "The European Research Council: A Legal Evaluation of Research Funding Structures." In Higher Education Dynamics, 179–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09677-3_9.

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Henry, Charles P. "The National Council for Black Studies." In Black Studies and the Democratization of American Higher Education, 95–119. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-35089-9_4.

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Filippov, Vladimir. "Internationalization of Universities: 70 Years of Experience." In The Promise of Higher Education, 113–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_18.

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AbstractThe creation of the IAU 70 years ago was one of the consequences of evolving international life following the Second World War. This featured the evolution of organizations such as the United Nations, UNESCO, the Council of Europe and the European Union. In higher education, new international policies led to the internationalization of universities (Altbach, 2010). From the beginning, the IAU became one of the international platforms where universities exchanged experiences and built relations. In the acting strategy of IAU adopted in 2016, internationalization is one of the four priorities.
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Ryoo, Jungwoo, and Kurt Winkelmann. "Introduction." In Innovative Learning Environments in STEM Higher Education, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_1.

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AbstractThe practice of educating students in college-level science, technology, engineering, and math (STEM) subjects is influenced by many factors, including education research, governmental and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. Working together, stakeholders in STEM higher education must find creative ways to address the increasing need for a diverse US workforce with a strong STEM background (President’s Council of Advisors on Science and Technology 2012) and the need for a more STEM-literate general population (National Research Council 2012).
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Levine, Arthur. "Clark Kerr and the Carnegie Commission and Council." In Clark Kerr's World of Higher Education Reaches the 21st Century, 43–60. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4258-1_2.

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Lelo, J. M., D. K. Nziku, and A. Mwakolo. "The Practice of Industrial and Labour Relations in Higher Learning Institutions: A Case of Mwanza City Council." In Sustainable Education and Development, 97–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3_10.

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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Everhart, Deborah, and Deborah M. Seymour. "Challenges and Opportunities in the Currency of Higher Education." In Handbook of Research on Competency-Based Education in University Settings, 41–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch003.

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In 2013, the American Council on Education and Blackboard began joint research on competency-based education (CBE) to identify challenges and potential solutions for higher education CBE stakeholders. A key premise is that while credit-hour processes are likely to remain deeply embedded in post-secondary systems for some time, there is ample opportunity for innovation with competencies as a parallel and complementary currency. Credit hours provide a basis for current models of exchange in higher education, including credits for degree attainment, financial aid, and other critical functions. Competencies provide representations of learning outcomes that are more flexible and transparent and can be applied in multiple contexts within and outside educational institutions. This chapter provides scenarios that illustrate how competencies provide broad value in educational processes, not only as a means of documenting student achievement, but also to create meaningful connections between jobseekers and employment, for faculty and staff development, and for economic development.
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Everhart, Deborah, and Deborah M. Seymour. "Challenges and Opportunities in the Currency of Higher Education." In Learning and Performance Assessment, 1280–304. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch060.

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In 2013, the American Council on Education and Blackboard began joint research on competency-based education (CBE) to identify challenges and potential solutions for higher education CBE stakeholders. A key premise is that while credit-hour processes are likely to remain deeply embedded in post-secondary systems for some time, there is ample opportunity for innovation with competencies as a parallel and complementary currency. Credit hours provide a basis for current models of exchange in higher education, including credits for degree attainment, financial aid, and other critical functions. Competencies provide representations of learning outcomes that are more flexible and transparent and can be applied in multiple contexts within and outside educational institutions. This chapter provides scenarios that illustrate how competencies provide broad value in educational processes, not only as a means of documenting student achievement, but also to create meaningful connections between jobseekers and employment, for faculty and staff development, and for economic development.
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Tubulingane, Booysen Sabeho. "Statistical Analysis of Distance Education Quality." In Quality Management Implementation in Higher Education, 280–302. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch014.

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There is a need to identify factors which impact the performance of students before the quality of the education can be improved. Assessing the level of student performance is one of the requirements before a qualification is accredited by the National Council of Higher Education in Namibia. Low student performance can be an indication that students are receiving low-quality support during their studies. However, concentrating only on student support does not provide a comprehensive picture of where education needs to be improved. Thus, this chapter looks at distance Basic Business Statistics 1A student characteristics and tutor characteristics as predictors of student performance. The chapter is based on a sample of 187 out of 474 distance students who were enrolled for Basic Business Statistics 1A during 2018. Regression and chi-square tests were applied, and study results revealed that student age, achievement in secondary mathematics, and tutor's sex and education level predict student performance.
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Conference papers on the topic "Council on higher education (che)"

1

Campbell, Chris. "Using learning response systems in higher education." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820230.

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Bombard, Keeley, Abigail Kahn, Ashley Pung, Matthew Folan, Rebecca Hyatt, and Xingpei Zhang. "Smart Cities Council: Creating an Impact Through SDG 11." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/31.

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Luwes, Nicolaas, and Leanri Van Heerden. "Student perceptions of a proposed generic e-Learning template aligned with the Engineering Council of South Africa accreditations template." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7958.

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The Engineering Council of South Africa (ECSA) audits engineering programmes every four years to grant accreditation to higher education institutions. During this audit, ECSA requests evidence of the four year instruction in a specific format. The problem is that lecturers each have their own e-learning layouts according to preference. This paper proposed and implemented a genereic e-learning template that is aligned with the ECSA specificaions for ease of archiving necessary evidence for the audit. It is however important to evaluate student feedback on this genereic format so that the main porpose for elearning as a learning tool is not missed by utilising it as a backup method. An exploratory study was employed to gather student perceptions on the new generic e-learning template. Four electrical engineering subjects’ students were used as the sample group and Google Forms was used to collect the data in an online questionnaire. Of the 36 students who responded to the questionnaire, 94% would recommend that all subjects adopt this generic e-learning template and 89% felt that having all their subject menus the same will make it easier to locate items. Due to the results of this study, the generic e-learning template will be adopted by all engineering subjects at the Central University of Technology, Free State with the addition of an introduction that explains the purpose and procedure of ECSA accreditation.
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Bridi, Robert Michael. "Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11063.

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The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE). The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors. First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development. Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders. Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions. Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.
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Ng, Huey Zher, and Raja Maznah Raja Hussain. "The use of Googlesites as a formative assessment tool [eportfolio] in higher education." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820157.

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Cejas, Gabriela, Ariel Uema, Juan Jose Vulcano, and Fernando Camuzzi. "Baseline 2020 in engineering research projects in a private Institution of Higher Education." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293674.

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Ozturk, Inci. "Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11173.

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The universities maintain their continuity with the pressure of complying with the policies of the state and global policies. This study addresses the coercive pressure of the higher education policies of the state on the Turkish universities. The elective classes of Occupational Knowledge and Area Training to be taught at the universities may be opened when they are approved by the Higher Education Council (Yuksekogretim Kurulu, YOK) which is an institution having a public legal entity. On the other hand, the ability of the universities to determine the elective class of Liberal Education indicates a rare situation where the universities exercise their autonomy.Keywords: Isomorphism; coercive isomorphism; higher education policy, higher education, university
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Iinuma, Mizuho, Tagiru Nakamura, and Hiroaki Chiyokura. "Collaborative learning in Japanese higher education: Application of collaborative site to 3D World Heritage creation project." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820199.

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Mambo, Shadrack Maina, and Fidel Makatia Omusilibwa. "Effects of Coronavirus Pandemic Spread on Science, Technology, Engineering and Mathematics Education in Higher Learning Institutions." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293679.

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Santiago, Raul, Otto Benavides, Fermin Navaridas, and Manuel Serrano. "WEB 2.0 and higher education: Its educational use in the university environment: Content creator vs. information consumer." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820215.

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